Can Schools Teach Formation?

In this article, Greg Twemlow introduces the concept of Formation, defined as a lifelong journey where individuals cultivate judgement, ownership, contribution, and navigation. He argues that contemporary schools often prioritise curriculum completion and grading over the genuine human development required to thrive in an era of artificial intelligence. To address this, the author suggests that educators should move beyond simple information transfer by designing lessons that require students to engage with uncertainty and personal responsibility. By using a shared vocabulary rather than rigid rubrics, teachers can help students connect their academic work to their evolving character and agency. Ultimately, Twemlow posits that making this process deliberate rather than accidental is essential for preparing young people to handle the complexities of a rapidly changing world. Read the article.About the Author - Greg Twemlow writes and teaches at the intersection of technology, education, and human judgment. He works with educators and businesses to make AI explainable and assessable in classrooms and boardrooms — to ensure AI users show their process and own their decisions. His cognition protocol, the Context & Critique Rule™, is built on a three-step process: Evidence → Cognition → Discernment — a bridge from what’s scattered to what’s chosen. Context & Critique → Accountable AI™. © 2025 Greg Twemlow. “Context & Critique → Accountable AI” and “Context & Critique Rule” are unregistered trademarks (™).